摘要

近年在有關香港未來特別行政區的公民教育的議論中，湧現了不少理念本文旨在透過歷史－比較的觀念，以釐清其中兩個重要概念──民族與公民權責。其次，根據對這兩個概念的理解，建構一個綜合氏族教育與公民權責教育的架構。希望透過本文的分析與建議，能促進香港教育界對過渡期的公民教育的認識。

Abstract

This paper aims to clarify ideas which have emerged from the discourse on education for further citizens of the Hong Kong Special administrative Region in recent years. These ideas can broadly be grouped into two concepts, namely nation and citizenship. Through the historical-comparative perspective, the substances of these two concepts will be analysed. Based upon our understanding of these two concepts, an education framework integrating both national and citizenship education will be constructed. It is intended to inform as well as to facilitate the discourse on citizenship education among Hong Kong educators in the run-up to the 1997 transition.

摘要

本文嘗試從認知，心理學的角度整理出一套較完整的架構以分析教科書的設計。本文首先強調教科書之重要性，說明改善教科書之編訂有助學生學習，亦列舉教科書出現缺失的例子；最後，以Glynn（1986）之模式為本，探討編訂教科書時應考慮之要素。影響學生學習教科書的設計要素包括課文的編寫、教材組織要素、圖表設計和印刷式樣等。本文只是一次初步的嘗試，有待更多的研究和探討。

Abstract

In this article, a comprehensive framework from the cognitive psychological perspective in the understanding of the design of the textbooks is worked out. Firstly, the importance of textbooks in teaching and learning is discussed. Secondly, studies which confirm the contribution of the improvement of textbook to student learning, and examples of the weaknesses of the textbooks are reviewed. Finally, elements which should be considered in editing of a textbook are discussed. Elements affecting the learning of students are the text, the organization, the illustrations, and the typographical structure of text. The analysis is nonetheless preliminary and further research and discussions are needed.

Abstract

What is the interface between politics and education in today's Chinese universities? This paper examines the role of politics in the ten-year development of Shenzhen University (SZU). Special attention is paid to several aspects of university life as they relate to educational politics: leadership selection, faculty participation, handling of corrupt practices, and pedagogy.

Based on ethnographic research over seven years, the case study concludes that politics has had a fundamental, negative effect on education. During all three SZU administrations politics has consumed the attention of school leaders. The first administration undertook a very careful balancing act, playing politicians and educational bureaucrats against one another. The administration that came to power following June 4, 1989 was beset by factional politics, with the president and party secretary vying for control. The third leader ran an administration based on "social relationship (guanxi)." This case study shows the importance of individual leaders, especially department heads. The guanxi between leaders has replaced on-going systems of management. Politically correct behaviour has characterized the administration of education at SZU, with a consequent perceived decline in educational quality.

Abstract

While one of the primary aims of expert-novice comparison studies is to draw instructional implications for educating learners to acquire the expertise, it is argued that this process of applying empirical findings to instructional practice is problematic. The issue can be traced back to the learning theories which are inextricably related to instructional design. Grounded upon behaviourism and cognitivism, traditoinal instructional approaches are suspected of breeding inert knowledge. In their place, constructivism, which actually spans a continuum of theoretical positions, has instigated significant reconceptualizations of instructional design and curriculum planning. Its basic asumptions are that knowledge is actively constructed by knowers and that learning is most effective when situated in some authentic task contexts. Nonetheless, apart from an apparent incompatibility with the basic philosophy of traditional teaching and learning, other immediate challenges particularly presented to constructivist instructional approaches include the problems of evaluation, boundary conditons, effects of media on learning, and teacher training.

Abstract

The author reviews the different conceptualizations of teacher stress and burnout, and agrees that the interactional approach proposed by Dunham (1992) is more constructive. The author goes on to review the research literarure on prevalence, sources, and effects of occupational stress among school teachers in other countries and in Hong Kong. Research findings on the coping strategies that teachers use to tackle stress are also reviewed. The author identifies policy changes that can potentially reduce levels of stress among Hong Kong teachers. Specifically, unresolved issues relating to teacher stress in the light of the reports of the Education Commission are discussed. They include: medium of instruction, common-core curriculum, allocation of Form 1 places, and behavioural problems in classrooms. Based on a qualitative costs and benefits analysis, the author concludes the paper by proposing the expansion of educational psychology services in Hong Kong as a targeted alternative for reducing teacher stress.

Abstract

The implementation of the Target Oriented Curriculum (TOC) has caused much controversy and misunderstanding. This article highlights issues and prevalent ideas in the reform of school mathematics curriculum with reference to curriculum documents of Australia, United Kingdom and United States of America. It also, in its second part, attempts to interpret the ideas set forth in documents related to the TOC initiative in Hong Kong. The exposition begins with an examination of existing curriculum documents of Hong Kong and the concept of a mathematics curriculum they portrayed. It is then followed by a discussion of issues such as the change of goals, the content-process balance, teaching and learning style, and the problems of assessment. Built upon these, some core features of TOC pertinent to the subject mathematics such as the five learning principles are stressed and the concept of task are interpreted. Finally, factors which hinder the implementation of TOC are briefly discussed.

摘要

香港中學的中文精讀教學，長期以來採用單篇的範文教學，課文與課文間的聯繫比較少，學生所學到的限於一篇篇的範文所帶來的語文知識與語文技能，在認知上缺乏系統，知識與技能也不易學得牢固。近年中國國內的語文教育學者頗重視單元教學。張志公、柴良善、包為業等人提出了不同的單元組織方式。本文的目的，在探討單元教學中的比較教學，並通過三篇文章組成的單元來說明這種教學法的用處。

Abstract

Hong Kong secondary schools adopt texts for detailed study for a long history. Students can only learn the knowledge and language skills from the texts used. As there is little connection between the lessons and students are not trained systematically, they do not build up a firm foundation in their cognition as well as skills. Recently, great emphasis is placed on unit teaching. Chinese language educators such as Cheung Chi-kung, Chai Leung-hai and Pao Wai-ip introduced different ways of organizing units for teaching. The aim of this essay is to investigate comparative teaching and to illustrate it by three lessons forming a teaching unit.

摘要

本研究主要探討在中學生作文中，觀念的數目、觀念演繹的次數、觀念多元聯繫網絡及觀念遠程聯繫網絡等問題，藉以了解高、低成績組別學生的不同寫作表現。研究結果顯示兩組學生在這方面有顯著的差異。程度高的辛生能把作文中的觀念組成一龐大而複雜的遠程聯乎網絡和多元聯乎網絡，更能圍繞著某個重要的觀念加以解釋、深化、歸納和總結。

Abstract

The main purpose of this research is to investigate the performance of good and poor writers in respect of: (a) the ability of elaboration of macro-ideas in Chinese essay writing, (b) the distance-coherence network (DCN) and multi-coherence network (MCN) of macro-ideas in Chinese essay writing. The result showed obvious differences between students in these aspects: the good writers can link the complex idea into a DCN and MCN. They also can elaborate the important ideas.

摘要

我們相信老師必須採用多元化的教學方法和運用適當的視聽器材，才能滿足不同學生的學習需要，而磁卡磁板分組活動是其中一項可行的方法。本研究透過一項名為「如何教導學業成績稍遜（第五等級）的中學生」的學位教師研習課程所取得的經驗，介紹磁卡磁板分組活動在中國語文科教學上的應用。內容包括磁板活動套件的製作方法；磁板語文遊戲的五大類別：配對、分類、排次序、填充（或字謎）及混合遊戲，及各類遊戲的示例。並在每一例子，詳細列出它的教學目標、內容、對象、步驟和規則的變化，供教師參考。最後，本文就參加該課程老師對應用磁卡磁板的意見，把這項活動在香港推行的可行性，作一初步分析。

Abstract

We believe that teachers should use a variety of instructional strategies and appropiate audio-visual aids in their teaching in order to satisfy the differences in learning needs and learning styles of pupils. The use of magnetic board and magnetic cards (MBMC) for group activities is a viable alternative to traditional seat work in the classroom. In this research, we would like to share with other Chinese teachers the experience we learned through the teaching of an in-service graduated teachers training programme entitled "The Teaching of Academically Low Achieving Students" on how we introduced the MBMC in Chinese language teaching. This article describes how magnetic cards are constructed and what types of games can be used. These are: matching, sorting, combination, filling-in-blanks and "mixed types". The detail of a specific game covering the topic, level, objective, procedure, rule and scoring is provided as an illustrative example to show the use of each game type. Finally, a survey on teachers' response to these games is analyzed to envisage the possibility of further promoting MBMC in the future.

摘要

本研究是以Perfetti（1986）的「字詞接觸」（lexical access）、「命題編碼」（proposition encoding）和「篇章整合」（text modelling）三分法認知模式為核心理論，測量成績稍遜學童的中文閱讀理解能力。透過診所性的測驗設計，探討成績稍遜的中一和中三年級學童九項閱讀的個別因素，並以一般成績的中一和中二午級學童為參照點，比較兩組學童的閱讀個別因素的差距。研究結果能引證「字詞接觸」、「命題編碼」和「篇章整合」這三種認知能力因素是成績稍遜學童閱讀障礙的根源。

Abstract

This study is based on Perfetti's (1986) text model that regards lexical access, proposition encoding and text modeling as the three components of reading processes. The study is a diagnostic design which tries to investigate the Chinese reading comprehension abilities of the Form One and Form Three poor readers. Two groups of average readers each from Form One and Form Three students respectively are used as reference groups for comparison. The results support that the three components of reading processes are the causes of reading disabilities of poor readers.

Abstract

The current skills orientation to second language teaching and communication activities employed in communicative approaches have increased the amount of speaking practice in the classroom. Yet, the level of conversational competence reached by most instructed second language learners is far from satisfactory. This paper draws on concepts from conversational analysis, classroom discourse, and communicative competence in arguing for a direct approach to the teaching of conversation skills. It shows that materials and classroom activities used in communicative language teaching often fail to address the interactional dimension of conversation. The paper suggests principles and activities for the development of conversational competence in the classroom.